Research On The Problems And Countermeasures Of Moral Education Narrative In Primary Schools

Since the 1990 s,moral education narrative,as a highly life-oriented and emotionalized method of moral education,is in line with the psychological characteristics of primary school students who like to listen to stories.On the other hand,it can prevent the malpractice of reinculcating and preaching moral education in primary schools from gradually entering the research horizon.As a method of moral education,it imparts moral concepts by narrating events containing specific moral values,promotes the moral perfection of the educated,and also becomes an effective way to return to students' real moral life and solve the problem of weak moral education effectiveness in China.However,due to the bias of cognition and the lack of practical experience,the moral education narrative in primary schools pays too much attention to the problems of standard presupposition,empty content,single subject and vague evaluation,which violates the original intention of moral education narrative.To solve the above problems,the inherent functions of moral education narration,ascending narrative at the elementary level using the actual effect of moral education,this study to investigate the current situation of primary school moral education narration as the breakthrough point,through the questionnaire and interviews to understand the truth of the current primary school moral education narration,and the narrative method to show,based on the analysis of existing problems,on the basis of primary school moral education narration give effective suggestions,optimize the application mechanism of primary school moral education narration.Based on this,the paper mainly designs the following four parts.The first chapter is an overview of the elementary school moral education narration,including narrative to define the relevant concepts of primary school moral education,clear the research object and range,found that elementary school moral education narrative unique situational,infectious and exploring and the characteristics of generative,progressive and narrative ethics focus on individual value as the foundation,pointed out that the elementary school moral education narration in promoting students' moral character raise,build a harmonious relationship between teachers and students,and perfect the evaluation system of moral education on the meaning,this is the basis and prerequisite for research.The second chapter is the investigation of the current situation of moral education narrative in primary schools.On the one hand,moral education narrative is widely used in primary schools,and teachers can skillfully use moral education narrative to carry out teaching.On the other hand,the presupposition standard of moral education narrative in primary schools is difficult to be internalized by students,the narrative content is not attractive to students,the narrative subject is monopolized by teachers and the narrative evaluation is single and vague.The third chapter examines the problems of moral education narrative in primary schools.Based on the collation of the investigation data,the main problems in the narrative standard,content,subject and evaluation of primary school moral education are summarized.They are the presupposition of narrative standards.Teachers excessively follow the presupposition of narrative standards and ignore the moral generation in narrative.The narrative content is empty,it pays too much attention to the general rules of the grand narrative transmission,and ignores the significance of the life narrative to the individual moral growth.The narrative subject is unitary,the teacher-oriented educational view arrogated the students' narrative right,and neglected the need of students' narrative discourse expression.The narrative evaluation is generalized,the evaluation language lacks pertinence,and the moral education narrative evaluation system needs to be improved.The fourth chapter is the countermeasures and suggestions for the effective development of moral education narrative in primary schools.The research thinks that to solve the problem of preset narrative standard,we should attach importance to narrative generative experience and improve the narrative ability generated in class.To solve the problem of lack of narrative content,we should enrich the narrative content,choose the narrative content according to the characteristics of students,and dig moral education materials for real life events.Faced with the problem of single narrative subject,it is necessary to establish a child-oriented narrative view and integrate multiple narrative subjects.Aiming at the problem of generalization of narrative evaluation,teachers should highlight the pertinence of narrative evaluation and construct a perfect moral education narrative evaluation system.Through the investigation and analysis of the practice of moral education narrative in primary schools,this paper finds out the problems and puts forward the countermeasures,aiming to provide a possible basis for the improvement of moral education narrative in pr imary schools theoretically and practically.